Can ethics be learned?

Langlois, Lyse; Lapointe, Claire

doi:10.1108/09578231011027824

Cited by 47 publications

(16 citation statements)

References 13 publications

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“…Meanwhile, other studies showed different results. These studies confirmed that taking educational courses of ethics changes the attitudes of people and motivate them to walk into moral paths (Glenn, 1992;Hiltebeitel & Jones, 1992;Eynon, Hill, & Stevens, 1997;Carlson & Burke, 1998;Shannon & Berl, 1997;Kerr & Smith, 1995;Trevino & McCabe, 1994;Owens, 1998;Hosmer, 1999;Langlois & Lapointe, 2010). Some studies also have suggested the positive impact of such courses on ethical decision making of people (Gautschi & Jones, 1998;Perri, Callanan, Rotenberry, & Oehlers, 2009).…”

Section: Theory and Hypothesesmentioning

confidence: 67%

“…In their research, Abolmohammadi and Reeves (2000) examined the impacts of taking an ethics course during a semester on business ethics and social accountability of organization, and confirmed the positive impact of these courses. Results of a recent research by Langlois and Lapointe (2010) was conducted on three groups of managers and lasted for three years, and showed that the ethical behavior of managers changed after the study and such courses affected their ethical awareness, judgment, accountability and general behavior in business.…”

Section: Theory and Hypothesesmentioning

confidence: 99%

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The Impact of Ethics Training Course on Ethical Behaviors of Management Students

Jazani¹,

Ayoobzadeh²

2012

IBR

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This study examines the impacts of educational courses of “ethics” on adherence of management students to ethical principles. In this research, 85 postgraduate students in management were studied. These students were divided into three groups. The first group included the students who had not taken educational course of ethics. The second group was comprised of people who had become familiar with ethical principles informally and at university classes; and the third group included the students who had educational course of ethics in their curriculum. The results of this research showed that taking ethics courses affects the level of adherence of people to educational ethics and personal ethics; moreover, such influence on business ethics was significant in people who had work experience.

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Section: Theory and Hypothesesmentioning

confidence: 67%

Section: Theory and Hypothesesmentioning

confidence: 99%

The Impact of Ethics Training Course on Ethical Behaviors of Management Students

Jazani¹,

Ayoobzadeh²

2012

IBR

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“…While the ethic of critique addresses the presence of injustice in terms of human relations or organizational regulations within the organizational structure, the conduct of care strongly advocates the 'absolute respect' of interpersonal relations (Langlois et al, 2014). Their study results verified the presence and feasibility of the three ethical virtues in the process of moral dilemma resolutions (Langlois et al, 2014;Langlois & Lapointe, 2010). Since educational institutions become increasingly cognizant of the paramount importance of ethical leaders in the highly volatile and risky context of the Industrial Revolution 4.0, education administration must direct their attention to the ethical conducts of leadership (Langlois et al, 2014;Shapiro & Stefkovich, 2011;Starratt & Leeman, 2011).…”

Section: Langlois and Colleagues' Conceptualization Of Ethical Leadershipmentioning

confidence: 75%

“…The possession of value systems in conjunction with management skills and leadership practices enables educational leaders to 'account for a new kind of leadership-one based on moral authority' (Sergiovanni, 1992, p. 16). Ethical leadership lend credence to the significance of ethics in key educational and administrative decisions since ethical leaders primarily attribute better outcomes to the practice of ethical attitudes and behaviors (Langlois & Lapointe, 2010;Shapiro & Stefkovich, 2011;Starratt & Leeman, 2011;Van Niekerk et al, 2017).…”

Section: Langlois and Colleagues' Conceptualization Of Ethical Leadershipmentioning

confidence: 99%

The linkage between ethical leadership and lecturer job satisfaction at a private higher education institution in Vietnam

et al. 2021

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The aim of current study is to inspect the potential impact of ethical leadership practices (EL) of intermediate level administration (i.e., faculty deans, department heads) on lecturer job satisfaction (LJS) at a private higher education (HE) institution (UX) in Ho Chi Minh city, Vietnam. A conceptual framework linking EL and LJS was developed based on the ethical leadership conceptualizations of Brown et al. (2005), Kalshoven et al. (2011), and Langlois et al. (2014). Accordingly, ethical leadership works as a multidimensional construct encompassing a set of five values or explicit behaviors, i.e., care, critique, integrity, fairness, and ethical guidance. Further, the constructs and the effects of EL on LJS is conceptually approached in light of Social Exchange Theory and Social Learning Theory. Primary quantitative data was collected through an anonymously self-administered survey of all 378 lecturers permanently employed at eight faculties at UX’s main campus by the non-probability purposive sampling method. The totality of 256 valid questionnaires yielded a response rate of 68% for stepwise data analysis with inferential statistical methods (i.e., internal reliability test, factor scores, correlation, and multiple regression). The regression findings reveal that all five dimensions of EL significantly positively explained the variance in job satisfaction as perceived by UX lecturers (p < .001). These findings suggest both theoretical and practical implications and directions for future research are also discussed. The present study expands our understanding on ethical leadership by verifying its effects on lecturers’ levels of job satisfaction in HE. This study concludes that well-established ethical leadership codes for HE administration may assist them in making key decisions with care, fairness, critique, integrity, and ethical guidance.

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“…Further, Langlois and Claire (2010) recognized that increasing the ethics of an individual is signi icant in becoming an effective leader. School administrators believed that possessing ethical and moral skills is important in coping with the complexities of the job (Ngang et al, 2015).…”

Section: Teamworkmentioning

confidence: 99%

Teachers’ soft skills proficiency level and school performance of selected schools in Sultan Kudarat Division

2017

J. adv. humanit. soc. sci.

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Twenty-irst-century education requires wide-ranging knowledge and skills of teachers critically important to school's success. The value of soft skills becomes a trend. However, there hasn't been any study conducted on the soft skills pro iciency level of the teachers and school performance in Sultan Kudarat. For this reason, the study aimed to determine teachers' soft skills pro iciency level and school performance of selected schools in the Division of Sultan Kudarat. It also provided discussions on the relationship of teachers' soft skills pro iciency level and school performance. A descriptive-correlation research method was used in this study. It is a descriptive research study which aimed to determine the teachers' soft skills pro iciency level and their school performance. Moreover, a correlational analysis was done to determine if there is a signi icant relationship between teachers' soft skills pro iciency level and their school performance. The researcher used a modi ied questionnaire, interview and documentary analysis of the records taken from each school. The primary respondents of this study were the one hundred sixteen (116) teachers of Esperanza Central School, Kalawag Central School and Tamnag Central School in the Division of Sultan Kudarat S.Y 2015-2016. The results showed that teachers have high soft skills pro iciency level (M = 4.08). Schools also showed differences in the level of performance for three (3) years. The results also revealed that there is a signi icant relationship between teachers' soft skills pro iciency level and school performance. This indicates that higher level of soft skills pro iciency tends to improve the school performance. Findings of this study may serve as a basis for teachers and administrators on how to ef iciently integrate soft skills to support and enhance school's performance. The study may also contribute to the growing body of knowledge about the relationship of teachers' soft skills to the school performance.

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Can ethics be learned?

Cited by 47 publications

References 13 publications

The Impact of Ethics Training Course on Ethical Behaviors of Management Students

The Impact of Ethics Training Course on Ethical Behaviors of Management Students

The linkage between ethical leadership and lecturer job satisfaction at a private higher education institution in Vietnam

Teachers’ soft skills proficiency level and school performance of selected schools in Sultan Kudarat Division

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